Cognitive Understanding
Users must have a mental model of a computer virus. Understanding the conceptual workings of a virus will help them to make good choices about protecting themselves. Since computer viruses are always evolving, knowing the basic heuristics of a virus will give learners the sound judgement they need to protect themselves in the future. (Craik, Gardner, Greeno)

Behaviorist Learning
A users prior knowledge is determined in part by assessing their prior behavior. The Status of the security settings on a user's computer help determine in which areas and at what level they need instruction. The Safe Computing tool does not engage in drill and practice, but it does articulate the specific steps a user needs to take in order to protect themselves. If those steps are not accomplished, the next scan of a users computer will indicate a deficiency and send the user back through the appropriate tutorial. (Skinner),

Prior Knowledge Assessment
Both the system scan and the user quiz are intended to create a quantitative and qualitative assessment of the user's prior knowledge. This helps the program to tailor a curriculum to the learner.

Scaffolding
Within Safe Computing there are branched learning paths, Hypertext links for more information, and multimedia options to enhance context. (Vygotsky)

Just In Time Learning
LDT Student Tania Choi introduced me to this concept- taken from industry (Just in time Manufacturing) it implies the learning is at your fingertips when you need it most. My proposed use of the Safe Computing program would be at the end of an antivirus installation and also available online. The association with an antivirus program would be a natural segue, right after an infection, they've installed antivirus protection and they are motivated to learn about protecting themselves

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